Developmental Approach to Assessment of Teaching and Learning of Managed Care
Managed care relates to the processes implemented in reducing the cost of healthcare while at the same time improving quality of healthcare services. The article by Woods et al., (2015) posit that teaching and learning managed care has grown to become a critical area; thereby making assessment of the effectiveness of applied methods key to establish whether it is working or not. The developmental approach to assessment in this case is embodied in two major pillars which include assessment of functioning of healthcare workers and managers that have real meaning; encouragement of healthcare workers to assess their own work; and the encouragement of the healthcare fraternity to evaluate their own progress towards managed care.
Assessment of aspects of the functioning of healthcare players that have real meaning encompassing evaluation of items and behavior components among them that demonstrate a direct relationship to significant human functioning. For instance, the knowledge of nurses about the names of surgical equipment during their internship period has either little or insignificant practical meaning apart from performance in the corresponding tests (Woods et al., 2015). However, aspects such as response rate, patient attendance and check in frequencies, potential diagnosis for other suspected illnesses, among others correlate the behavior of healthcare workers and their intake of managed care knowledge. In this case, assessment of the competence of the healthcare workers after training on managed care is crucial. Additionally, assessment of individual progress of healthcare workers in acquiring desirable skills, knowledge, and dispositions towards managed care should be another aspect of concern in this first dimension of assessment.
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Encouragement of healthcare partners among other key players in the field with training on managed care to assess their own work and progress is the second dimension. This phase includes establishment of unique criteria such as impact of the work in saving costs, aesthetic qualities of services, level of interest, among others which helps them measure their own progress (Woods et al., 2015). Application of tangible standards to these criteria and individual assessment of their achievement is also part of this dimension. On the other hand, tracking of progress in specific aspects such as feedback to patients, and general care would help trainees keep track. In identifying the exact milestones achieved, the trainees on managed care can perform better compared to when the assessment is done from an external locus.
Outcomes of Assessment Effectiveness
An article by El-Maaddawy and Deneen (2017) explain that results are the most effective way of determining the impact created by a certain teaching and learning program. In this case, the outcomes of effectiveness of the assessment are responsible for the judgement on whether the developmental approaches to assessment used were helpful or not. Since managed care is sensitive about the quality of service and the cost of the service, the outcomes will be based on behavioral changes regarding disposition of quality services by healthcare workers and the costs charged. In terms of quality, high response rate by the healthcare workers to the needs of their patients is a critical outcome to consider. For instance, a patient that needs critical medical attention should be taken in with paramedics around them to ensure their health is stable before transferring the situation to the medical personnel. On the other hand, prompt action by the medical personnel is also indicative of effective assessment. In terms of cost management and adherence to cost minimisation, outcomes such as pricing of medicinal drugs, and essential medical services will be primary in assessment of effectiveness of teaching and learning program. Pricing of medical drugs and services is mostly done by management of healthcare centers, where all players in the field are actively involved.
References
Woods, K., Mountain, R., & Griffin, P. (2015). Linking developmental progressions to teaching. In Assessment and Teaching of 21st Century Skills (pp. 267-292). Springer, Dordrecht.
El-Maaddawy, T., & Deneen, C. C. (2017). Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course.
